1,721,141 research outputs found
sj-docx-1-qjp-10.1177_17470218221095735 – Supplemental material for Learning new words by reading books: Does semantic information help?
No full textSupplemental material, sj-docx-1-qjp-10.1177_17470218221095735 for Learning new words by reading books: Does semantic information help? by Anezka Smejkalova and Fabienne Chetail in Quarterly Journal of Experimental Psychology</p
sj-docx-1-qjp-10.1177_17470218211056895 – Supplemental material for The nature of perceptual units in Chinese character recognition
No full textSupplemental material, sj-docx-1-qjp-10.1177_17470218211056895 for The nature of perceptual units in Chinese character recognition by Joanna Isselé, Fabienne Chetail and Alain Content in Quarterly Journal of Experimental Psychology</p
Effect of the consonant–vowel structure of written words in Italian
Full text linkSurprisingly little is known about the nature of intermediary sublexical units in visual word recognition in Italian, a language with a highly consistent print-to-sound mapping, which should enhance reliance on grapheme-to-phoneme correspondences. In the present study, we examined whether Italian readers are sensitive to large orthographic units defined by the consonant-vowel (CV) pattern of words and that do not directly map onto linguistic constituents. Participants had to judge the number of syllables in written words matched for the number of spoken syllables but comprising either one orthographic vowel cluster less than the number of syllables (hiatus words, e.g., teatro) or as many vowel clusters as syllables (e.g., agosto). Relative to control words, readers were slower and less accurate for hiatus words, for which they underestimated the number of syllables. This underestimation bias demonstrates that Italian readers are sensitive to large orthographic units stemming from a parsing process based on the CV pattern-that is, the arrangement of consonant and vowel letters
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
The positive impact of print exposure on written word recognition
No full textSUBMITTED. Regular print exposure is thought to benefit reading and language processes: those who read more have a larger vocabulary and better spelling and comprehension skills. Yet, there is little to no direct evidence that exposure to print facilitates reading. Here, we used an ecologically valid design to test the impact of print exposure on the early stages of reading in skilled adult readers. Participants read a novel at their own pace. Reading was followed by a lexical decision task, in which the positive trials were words that were encountered in the novel and matched controls, not encountered in the novel. If exposure during reading had a positive impact on subsequent word recognition, encountered words would be processed more efficiently than not-encountered words (exposure effect). This effect was obtained in three experiments. In addition, the effect was not modulated by the amount of exposure (1 vs. 3 occurrences in the text; Experiment 1), or the timing between reading and the exposure test (immediately after reading vs. on the following day; Experiment 3). However, the effect was present only in low-frequency words (Experiment 3). Interpretations of the exposure effect in terms of activation threshold and lexical quality are discussed
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